Lesson Plan

Grade/Subject: Phys. Ed. Unit: Badminton Lesson Duration: 33 Min

Date: April 9
Grade: 7s

OUTCOMES FROM ALBERTA PROGAM OF STUDIES

General Learning Outcomes:
Activity
Cooperation
Do it Daily

Specific Learning Outcomes:

A-12
C-5
D-8

Learning Objectives
Students will:
- Demonstrate expressive qualities of movement in relation to dynamic and
static balances
- Demonstrate principles of teamwork while completing activities
- Demonstrate safety when exploring expressive movements and balances

ASSESSMENTS
Observations:
- Are students in a controlled
state while balancing?
- Are students explore different
complexities of movements and
balances?
- Are the students working
together to complete the task at
hand?
- Are students demonstrating
proper safety during activities?
Key Questions:
- What is the difference between
stability and balance?
- Which term applies more to
what type of balance?
- What are ways that you can help
maintain your balance/stability?
(eg. Engaged core)
- What is your centre of gravity?
How does it impact your
balance?

Written/Performance Assessments:
- Assessment of their safety/teamwork during bench activity

LEARNING RESOURCES CONSULTED

Resource #1:

MATERIALS AND EQUIPMENT

Benches
Mats
 PROCEDURE
Introduction
As they come in from changing: Dynamic Warm-up
1: Jog there and back (twice)
2: High knees there / Butt kicks back
3: Kicks there / floor sweeps back
4: Side Lung half there / regular lunge half there // jog back

Expectations for Learning and Behaviour: we will be starting gymnastics and it

requires a lot of control and safety in order to perform well.

Low-Management Time: Warm up will be written on the board as well as the plan
for the day.

Transition to Body: Everyone come in a spread out (arms length away from
everyone else)

Body
Learning Activity #1: Static and Dynamic Balance (A-12)
Ask: What does balance mean?
Balance is the ability to maintain control of the body in a still position
Ask: What does stability mean? How is it different then balance?
Stability is the ability to maintain control of the body while in motion

Ask: What is your centre of gravity? How does it affect your balance/stability?
Determining factor of balance – if your centre of gravity is balanced, so are you

Do: Everyone pair up and number yourselves 1 or 2.

All the 1’s, stand straight on one foot. All the 2’s, gently push your partner. Do they
lose their balance?
Do: All the 2’s stand in your athletic position (knees bent, feet shoulder width
apart). All the 1’s gently push your partner. Do they lose their balance?

Ask: Why did the 1’s lose their balance easier than the 2’s did? What made it
easier for the 2’s to remain balanced?
Their center of gravity was lower and therefore they were in more control and
could remain balanced.

Ask: what are different suggestions you would give someone who was having
trouble balancing?
Feet/hands pointed
Limbs extended
Tension through body
Engaged core **
Say: You and your partner are going to try and come up with 5 different static
balances. Static balances are balances maintained in a stationary position, so you
are not flailing around, you are trying to remain still and balanced.
I want you to challenge yourself to come up with 5 medium to hard balances. I am
going to come around and try and push you off balance so remember to engage
your core and to keep a controlled center of gravity!

Do: bring everyone back in after circulating around.

Say: Now, I want you to take your 5 different Static Balances and string them
together with Dynamic balances.
Dynamic balances require Stability which means that you are balanced and in
control while moving. You must have some sort of dynamic movement in between
each balanced position. GO

Assessment/Differentiation:

Learning Activity #2: Bench Balance Race

There will be two teams per bench. The goal of the activity is to align yourselves
tallest to shortest on the bench, however, you CANNOT leave the bench. If you fall
off the bench or step off for any reason, that person must go to the opposite end of
the bench and start again.

Ask: why would balance be important in this activity? How can you use what we
have learnt (keys to balancing, center of gravity) to be successful in this game?

Say: This game requires A LOT of safety. I expect you to be responsible and safe
while participating in this. The bench is not very large, so you will have to work
together as a team to maneuver your classmates into the correct order using the
balance keys we talked about earlier.

Assessment/ differentiation: Assessment will be done on their safety/teamwork

during this activity.
Variations: get students to line up based on height // based on birthday //

Closure
Feedback from Students: Those students who DID NOT fill out a self reflection
before the break must complete one for me by the end of this class.

Feedback to Students: Awesome job today!

Ask: how did moving make balancing easier/harder? Why? How did your center
of gravity change when you did different balances? Did that make it harder?
Transition to Next Lesson: Tomorrow we will be learning about front and back
supports and how balance applies to those.